Carol Dweck

Lewis and Virginia Eaton Professor and Professor, by courtesy, of Education

Might work bridges developmental therapy, social mocospace chat therapy, and character therapy, and examines the self-conceptions individuals used to format the self and guide their behavior. My research discusses the origins of the self-conceptions, their part in inspiration and self-regulation, and their effect on accomplishment and processes that are interpersonal.

Academic Appointments

  • Developmental PsychologyPSYCH 211 (Profit)
  • Self TheoriesPSYCH 12N (Aut)
  • What exactly is a Mindset and just how Does it Work? PSYCH 277 (Spr)
  • Separate Studies (4)
    • Graduate ResearchPSYCH 275 (Aut, Profit, Spr, Sum)
    • Practicum in TeachingPSYCH 281 (Aut, Profit, Spr)
    • Reading and Unique WorkPSYCH 194 (Aut, Profit, Spr, Sum)
    • Unique Laboratory ProjectsPSYCH 195 (Aut, Profit, Spr, Sum)
  • Prior courses year

    2018-19 Courses

    • Developmental PsychologyPSYCH 211 (Profit)
    • Inspiration and EmotionPSYCH 235 (Spr)
    • Self TheoriesPSYCH 12N (Aut)

    2017-18 Courses

    • Developmental PsychologyPSYCH 211 (Profit)
    • Self TheoriesPSYCH 12N (Aut)

    2016-17 Courses

    • Developmental PsychologyPSYCH 211 (Profit)
    • Self TheoriesPSYCH 12N (Aut)
    • The Self: Representations and InterventionsPSYCH 270 (Spr)

    Stanford Advisees

    • Doctoral Dissertation Reader (AC) Mika Asaba, Michael Hahn, Kari Leibowitz, Daniel O’Leary, Jesse Reynolds, Eric Smith, Sean Zion
    • Postdoctoral Faculty Sponsor Arber Tasimi
    • Doctoral Dissertation Advisor (AC) Cai Guo
    • Doctoral Dissertation Co-Advisor (AC) Kayla Good

    All Publications

    • Development mind-set tempers the effects of poverty on educational accomplishment. Procedures regarding the nationwide Academy of Sciences of this united states Claro, S., Paunesku, D., Dweck, C. S. 2016; 113 (31): 8664-8668

    Abstract

    Two mostly split figures of empirical research have indicated that scholastic success is affected by structural facets, such as for example socioeconomic back ground, and mental facets, such as for example pupils’ values about their abilities. In this research, we make use of nationwide test of twelfth grade pupils from Chile to research just exactly just how these facets communicate on a systemic degree. Confirming previous research, we realize that household earnings is a very good predictor of accomplishment. Expanding previous research, we discover that a development mind-set (the fact that cleverness just isn’t fixed and that can be developed) is just a comparably strong predictor of success and therefore it exhibits an optimistic relationship with accomplishment across most of the socioeconomic strata in the united states. Moreover, we realize that pupils from lower-income families were less inclined to hold a rise mind-set than their wealthier peers, but people who did hold an improvement mind-set had been appreciably buffered contrary to the deleterious results of poverty on success: students within the cheapest tenth percentile of family members earnings whom exhibited a rise mind-set revealed scholastic performance since high as compared to fixed mind-set pupils through the 80th earnings percentile. These outcomes claim that pupils’ mindsets may temper or exacerbate the results of financial drawback on a systemic degree.

    Abstract

    Past experiments have indicated that students benefit if they recognize that challenges when you look at the change to university are typical and improvable and, hence, that early struggles do not need to portend a permanent not enough belonging or possible. Could this kind of approach-called a lay concept intervention-be effective before university matriculation? Could this tactic reduce a percentage of racial, cultural, and achievement that is socioeconomic for whole organizations? Three experiments that are double-blind this possibility. Ninety per cent of first-year university students from three organizations had been randomly assigned to accomplish single-session, on line lay concept or control materials before matriculation (letter 9,500). The lay theory interventions raised first-year college that is full-time among pupils from socially and economically disadvantaged backgrounds leaving a high-performing charter senior high school community or entering a general general general public flagship college (experiments 1 and 2) and, at a selective personal college, raised disadvantaged students’ cumulative first-year grade point average (experiment 3). These gains match 31-40% reductions for the natural (unadjusted) institutional success gaps between pupils from disadvantaged and nondisadvantaged backgrounds at those organizations. Further, follow-up studies claim that the interventions enhanced disadvantaged pupils’ general university experiences, advertising usage of pupil help services in addition to growth of relationship systems and mentor relationships. This research consequently offers a foundation for further tests associated with the generalizability of preparatory lay theories interventions as well as their prospective to cut back inequality that is social enhance other major life transitions.